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POSITIVE EDUCATION — THE AXIOM OF CONTEMPORARY UPBRINGING AND EDUCATION The above-mentioned most frequently reported feelings are influenced, created and supported by the school and classroom climate, the emotional and social atmosphere of the school, the quality of interactions in the institutions, the use of information and communication technologies, the selection for performanceoriented education, the dominance of transmissive teaching, non-activating didactic methods, minimal respect for the individuality of students, etc. By processing all the students’ statements, the adolescents confirmed that in their developmental stage of adolescence they are able to perceive, experience and give out positive emotions, but they are able to report negative feelings when they are fighting for their happiness. 4,2 POSITIVE EDUCATION FROM THE VIEWPOINT OF SECONDARY SCHOOL TEACHERS Applying elements of positive psychology to the education process requires the didactic competence of a teacher who can respond flexibly to current educational situations. Secondary school teachers influence the nature of the process with each didactic determinant through their approach. Elements of positive education can be applied to every didactic, methodical component of a teacher’s work. D) Positive feelings experienced at school A positive experience of life at school cannot be directed only at pupils. The teacher’s personality is an equally essential component of school and classroom life. A positive experience of school life affects: a) Open, human and professional communication among the teaching staff High-quality communication between teachers is conditioned by mutual trust, willingness to help each other, and understanding. The motivation of a teacher’s work is increased by work well-being, a sense of security, respect, perspective, humanity, and inspiration. As part of the research findings, up to 91.67% of teachers expressed satisfaction with the teaching staff of which they are a part. Favourable and helpful relationships, according to Blastikova (2018), will build the required competencies of teachers. With the finding of 71.67%, it can be concluded that positive communication in the investigated teaching corps is at a beneficial level. Communication between teachers affects the creation of a favourable school climate, which affects all actors in school life. Several authors, such as Maslowski (2001), Fullan (2007), and Frankova (2004) recommend cooperation and communication in the teachers—teacher, teacher—teachers relationship as a strategic factor of school culture. + 66 *
